Intentional Interviewing and
Counseling:
Facilitating Client Development in a
Multicultural Society
7th Edition
Allen E. Ivey
University of Massachusetts
Mary Bradford Ivey
Microtraining Associates
Carlos P. Zalaquett
University of South Florida
Copyright © 2009
Chapter 8
Integrating Listening Skills:
How to Conduct a WellFormed Interview
The secret of joy in work is contained in one
word - excellence.
To know how to do something well is to enjoy it.
Pearl S. Buck
Chapter goals
▲ The goal of this chapter is to move you toward
intentional competence.
▲ You will be able to engage in a full well-formed interview
using only listening skills.
▲ The relationship—story and strengths—goals—restory—
action model will enable you to complete a full session
and serve as a foundation for effective listening and
structuring the interview.
 The model can be used with multiple theories of counseling.
Competency objectives
▲ Understand the basic listening sequence (BLS), which
integrates the listening skills learned so far, and see how it is
used in multiple settings where clear communication is vital.
▲ Identify the specific dimensions of empathy and understand
how the listening skills are vital for empathetic interviews.
▲ Gain awareness of the impact of interviewing, counseling, and
psychotherapy on the brain, particularly as it relates to
empathic understanding.
▲ Conduct a complete interview using only the listening skills
within the relationship— story and strengths—goals —
restory—action model.
Activity
▲ What is your present story?
▲ How are you living your life in one of the following areas: leisure/ play,
physical activities, relationships, spiritual matters?
▲ Name at least two specific strengths that you observe in your story or life
that might enable you to improve on where you are now.
▲ Identify a concrete and measurable goal for doing something better?
▲ Now it is time to restory. Take your present story and your goal and note the
difference between where your story is and where you would like it to be.
▲ Start the restorying process by imagining an ideal solution in which the
present story is transformed.
▲ Do your two strengths help in this process? Imagine how actually meeting
that smaller goal would result in a new paragraph or two in the larger story,
perhaps even serving as a wedge for greater change later on.
▲ Can you live into your new story?
INTRODUCTION: A REVIEW OF CULTURAL
INTENTIONALITY AND INTENTIONAL COMPETENCE
▲ All interviewing contains multicultural dimensions.
▲ Same skills may have different effects on people with
varying individual and cultural backgrounds.
 Multicultural differences
 Individual differences
▲ What “works” as expected one time may not the next.
▲ Intentionally competent counselors are flexible and have
the ability to move and change in the moment with
constantly shifting client needs.
The Basic Listening Sequence:
Its Real Promise to Make a Difference
▲ Observations of interviews revealed a common thread of
skill usage:
 Relationship established first,
 Session begin with an open question,
 Closed questions for diagnosis and clarification,
 Paraphrases are used to check out the content of client’s story,
 Reflection of feeling (usually brief in the early stages) examines
key emotions.
 Summary of the concern expressed by the client completes the
interview.
 Encouragers are used throughout to enrich it and evoke details.
The Basic Listening Sequence:
Its Real Promise to Make a Difference
Three-Part Goal of BLS
Elicit:
▲ An overall summary of the issue.
▲ The key facts of the situation.
▲ The central emotions and feelings.
The Basic Listening Sequence:
Its Real Promise to Make a Difference
Three-part goal of the basic listening sequence (BLS):
▲ The key facts and thoughts around the situation. These are obtained
through “what” questions, encouragers, and paraphrases. This
includes client thoughts about what happened.
▲ The central emotions and feelings. You elicit emotions through
questions (such as “Could you share your feelings about that
issue?” “How does that feel?”), reflection of feeling, and encouragers
that focus on emotional words.
▲ An overall summary of the issue. At the close of a section of the
interview, you may want to summarize the client’s main facts and
feelings. Sometimes it is useful to start a session with a summary.
Basic Listening Sequence (BLS)
When you use the BLS you can predict how clients may respond.
Basic Listening Sequence: Select
and practice all elements of the
basic listening sequence, open and
closed questions, encouraging,
paraphrasing, reflection of feeling,
and summarization. These are
supplemented by attending behavior
and client observation skills.
Predicted Result: Clients discuss
their stories, problems, or concerns,
including the key facts, thoughts,
feelings, and behaviors. Clients feel
that their stories have been heard.
Basic Listening Sequence (BLS)
BLS Skills
Usage
Open Questions
begin the session
Closed Questions
diagnosis and clarification
Encouragers
evoke details throughout
Paraphrase
reflects essence of client talk
Reflection of Feeling
examines key emotions
Summary
reviews and closes interviews
Attending/observation skills underlie the process.
Basic Listening Sequence (BLS)
▲ BLS skills need not be used in a specific order.
▲ Adapt the skills to meet client needs.
▲ Observe and flex use of skills to support the client.
▲ Use client observation skills to note client reactions and
effectively support him or her.
▲ Includes skills of questioning, encouraging,
paraphrasing, reflection of feeling, and summarizing.
▲ Used in many settings to define problems and outcomes.
▲ Is critical in identifying client positive assets and
strengths.
Positive Asset Search
▲ Counseling, interviewing, and psychotherapy can be
difficult experiences for some clients.
▲ They come to resolve problems but session become a
depressing litany of failures and fears.
▲ People grow from their strengths.
Positive Asset Search
▲ Take a wellness approach and use the BLS to draw out
the client’s strengths and resources.
▲ The effective interviewer seeks constantly to find positive
wellness strengths--things that client does right.
▲ Emphasis of positive assets gives client a sense of
personal power in the interview.
Positive Asset Search
Definition
▲The positive asset search is a
psychoeducational intervention that emphasizes
human development rather than remediation of
problems.
▲You want to draw out stories of strength and
wellness that clients can draw on to work with
their challenges.
INSTRUCTIONAL READING 1:
EMPATHY AND MICROSKILLS
▲Carl Rogers (1957, 1961) emphasized empathy.
 Listen carefully, enter the world of the client, and
communicate that you understand the client’s world
as the client sees and experiences it.
 But, do not become the client—you understand, but
also remain separate from the client.
INSTRUCTIONAL READING 1:
EMPATHY AND MICROSKILLS
▲ Empathy…
 is experiencing the world as if you are the client, but remaining
separate.
 is communicating to the client that you understand.
 is key in all human communication.
 is central to the relationship and the “working alliance.”
 forms part of that 30% of common factors that make for
successful interviewing, counseling, and psychotherapy.
Empathy
When you provide an empathic response, you can predict how clients may respond.
Note below another description of empathy and the predictions that you can make.
Empathic Response: Experiencing the
client’s world as if you were the client.
Understand his or her key issues and
feed them back to clarify experience. It
requires attending skills and using the
important key words of the client, but
distilling and shortening the main ideas.
In additive empathy the interviewer may
add meaning and feelings beyond those
originally expressed by the client. If
done ineffectively, it may subtract from
the client’s experience.
Predicted Result: Clients feel
understood and engage in more depth in
exploring of their issues. Empathy is
best assessed by the client’s reaction to
a statement.
Three types of empathic understanding
▲ Basic empathy: interviewer responses are
interchangeable with the client.
▲ Additive empathy: interviewer responses add to or link to
what the client has said
▲ Subtractive empathy: interviewer gives back less or
distorts what the client has said.
I. Basic empathy
▲
Interviewer responses are very similar to the client.
▲
Interviewer accurately feeds back to the client.
▲
Accurate use of BLS demonstrates basic empathy.
II. Additive empathy
▲
Interviewer response may add to the client response.
▲
Addition may link to earlier client response or provide
bridge to new perspective.
▲
Skilled use of listening and influencing enables
interviewer to become additive.
III. Subtractive empathy
▲
Interviewer response is distorted, inaccurate, or less
than the client’s response.
▲
When this occurs, listening and influencing skills are
used inappropriately.
You can rate the quality and
helpfulness of your interventions.
▲ A 5-point scale for rating level of empathic response.
Level
1
Subtractive
2
3
Interchangeable
(Basic)
4
5
Additive
Positive regard
▲ Selectively attending to positive aspects and responding
to the client as a worthy human being.
 Closely related to the search for strengths and
positive assets.
 More challenging, it also asks you to look at all clients
positively, regardless of who they are and what they
have done.
 You don’t have to agree, just regard humanity as
positive.
Respect and Warmth
▲ Most easily rated from kinesthetic and nonverbal
perspective.
▲ Demonstrate by open posture, smiling, and vocal
qualities.
▲ Be congruent with your body language.
Concreteness
▲ Seek specific feelings, thoughts, descriptions, and
examples of action.
▲ “Could you give me an example of . . .?”
▲ Interviewer leads need to be very specific.
 Directive
 Feedback
 Interpretation
Immediacy—Here and Now
▲ Be in the moment with the client.
▲ Most powerful response is often in the present tense.
▲ Change of tense may speed up or slow down the
interview.
▲ Shifting to new tense from client’s constant tense may be
useful.
Nonjudgmental Attitude
▲ Suspend your own opinions and attitudes.
▲ Assume a value of neutrality.
▲ Expressed through vocal qualities, body language, and
neutral statements.
▲ There are no absolutes on how to use non-judgmental
attitude.
▲ Interviewers may be challenged by dishonest, violent,
sexist and/or racist clients.
Authenticity or Congruence
▲ Are you personally real?
▲ Authenticity and congruence are the reverse of
discrepancies and mixed messages.
▲ Counselor remains congruent and genuine.
▲ Counselor flexibility responding to the client
demonstrates authenticity.
INSTRUCTIONAL READING 2: THE FIVE
STAGES/DIMENSIONS OF THE WELL-FORMED INTERVIEW
Relationship—Story and Strengths—
Goals—Restory—Action
Five-Stage Interview
When you use the five stage interview structure, you can predict
how clients may respond.
The Five-Stage Interview
Structure: Relationship—
Story and Strengths—Goals—
Restory—Action
Predicted Result: The client
will establish a positive
relationship with the
interviewer, will tell story, will
set realistic goals, develop a
new story or way of viewing
issues, and transfer new
learning to daily life.
THE FIVE STAGES/DIMENSIONS
OF THE WELL-FORMED INTERVIEW
1. Relationship—Initiating the session. Rapport, trust
building, and structuring
2. Story and Strengths—Gathering data. Drawing out
stories, concerns, problems, or issues
3. Goals—Mutual goal setting. What does the client want
to happen?
4. Restory—Working. Exploring alternatives, confronting
client incongruities and conflict, restorying
5. Action—Terminating. Generalizing and acting on new
stories
Five-Stage Interview
Circle of Interviewing
Relationship
Initiating the Session
Rapport & structuring
Action
Terminating. Generalizing
and acting on new stories
Positive
Asset
Search &
Wellness
Restory
Working
Exploring alternatives
Story and Strengths
Gathering Data
Drawing out stories/issues
Goals
Set Mutual Goals
What does the client want to happen?
Five Stage / Dimension Interview
Structure
▲ Ensures purpose and direction.
▲ Helps define specific outcomes.
▲ Dimensions denote uniqueness of each client and the
holistic nature of the interview.
▲ Fits many theories; different interview theories give
different emphasis to each of the stages.
▲ The ability to conduct a whole interview with only
listening skills may be considered a prime competency of
intentional interviewing.
Stage 1. Relationship
Initiating the Session. Rapport, Trust building, and
Structuring (“Hello”)
▲ Rapport
▲ Trust building
▲ Structuring
Stage 2. Story and Strengths
Gathering Data. Drawing Out Stories (“What is your
concern?” “What are your strengths and resources?”)
▲ Listen to the client’s story -- find out why the client is
present.
▲ The positive asset search is included in this part of the
interview. Clients grow from strength.
▲ The word problem may not be a good choice for some
clients.
▲ Different cultures may prefer issues, stories, or concerns
and to discuss them at a later stage in the interview.
Stage 3. Goals
Mutual Goal Setting (“What do you want to happen?”)
▲ Don’t assume you and your client have the same goal
▲ Define explicit goals.
▲ Search for positive assets to help achieve the goal.
▲ Examine the nature of the concern.
Stage 4. Restory
Working. Exploring Alternatives, Confronting Client
Incongruities and Conflict, Restorying (“What are we
going to do about it?”)
▲ Open client thought leading to new solutions.
▲ Explore alternatives for action.
▲ Confront client incongruities and conflict.
▲ Restory -- act on new stories.
Stage 5. Action
Terminating. Generalizing and Acting on New Stories (“Will
you do it?”)
▲ Conclude with plan for generalizing interview learning to
“real life” and eventual termination of the interview or
series of sessions.
Stage 5. Action: Strategies for
Terminating and Generalizing
Homework -- Counselor assigns weekly tasks.
Role-playing -- practice new behaviors.
Imagery -- imagine future events and behavior.
Behavioral charting and journaling -- specific and/or subjective
reports of occurrence.
Follow-up and support -- periodic checks on behavior
maintenance.
EXAMPLE INTERVIEW: LISTENING SKILLS TO HELP
CLIENTS WITH INTERPERSONAL CONFLICT
I Can’t Get Along With My Boss illustrates how listening
skills can be used to help the client understand and cope
with interpersonal conflict. Interview demonstrates how
the five-stage model works in the interview.
Reflection questions
 Was the use of questions effective?
 How would you increase the rating of some of the empathic
response observed in this interview?
 Was Machiko able to draw a clear contract from Robert?
 What would you have done differently?
EXAMPLE INTERVIEW: LISTENING SKILLS TO HELP
CLIENTS WITH INTERPERSONAL CONFLICT--2
I Can’t Get Along With My Boss also demonstrates some of
the basics of decisional counseling.
Why decisional counseling?
 Despite its absence in theories of counseling texts, it is likely the
most commonly used theory of all. You won’t hear about it much,
but it is what helpers do much of the time.
 All life involve decisions, understanding this system will help you
become more competent with other theories of counseling.
 Decisional methods discussed again in Chapter on logical
consequence and integration of skills.
 What do you think of the above? It can be controversial!
Note Taking
▲ If you are relaxed about note taking, it will seldom
become an issue in the interview.
▲ Obtain permission early in the session.
▲ Share with your volunteer client the notes or transcripts
of the interview.
▲ Obtain his or her feedback.
▲ Avoid note taking if it takes precedence over listening to
your client.
SUMMARY
▲ The five-stage structure of the microskills interview has
been demonstrated in the preceding example.
▲ You can integrate all the microskills and concepts
presented into a meaningful, well-formed session.
▲ By acting as a mirror and asking questions, you can
encourage many clients to find their own direction.
▲ The decisional style using only listening skills is related
to Carl Rogers’s person-centered therapy (Rogers,
1957).
Key Points
Basic listening sequence
▲ Draw out the client’s story and strengths via questioning,
encouraging, paraphrasing, reflection of feeling, and
summarization. Sequence is used in multiple settings
Key Points
Empathy
▲ Seeing the world through the clients’ eyes, hearing them
as they have heard and want to be heard, imagining
what it would be like to be in their shoes, in the moment.
At the same time, maintaining your own self and mixing
in “your own things” in understanding the client.
▲ Mirror neurons represent the physical basis of our ability
to sense the world of client. But recall that the client also
has mirror neurons!
Key Points
Additive empathy
▲ Clarifying and adding meaning and feelings beyond
those originally expressed by the client.
▲ Best assessed by client’s reaction to a statement, not by
a simple rating of the interviewer’s comments.
Key Points
Subtractive empathy
▲ Hearing clients inaccurately and feeding back what you
have heard and experienced in a way that is less than
what they shared with you.
Key Points
Positive regard
▲ Selecting positive aspects of client experience and
selectively attending to positive aspects of client
statements.
Key Points
Respect and warmth
▲ Respect and warmth are attitudinal dimensions usually
shown through nonverbal means—smiling, touching, and
a respectful tone of voice—even when differences in
values are apparent between interviewer and client.
Key Points
Concreteness
▲ Being specific rather than vague in interviewing
statements constitutes concreteness.
Key Points
Immediacy
▲ Interviewer statement in the present, past, or future
tense. Here-and-now present tense statements tend to
be the most powerful. Immediacy is also viewed as the
immediate “I–you” talk between interviewer and client.
Key Points
Nonjudgmental attitude
▲ Suspend your own opinions and attitudes and assume a
value neutrality with regard to your clients.
Key Points
Authenticity and congruence
▲ These are the opposite of incongruity and discrepancy.
The interviewer is congruent with the client and is
authentic in their relationships.
Key Points
Five stages of the interview
▲ Stage 1: Relationship: Rapport and structuring (“Hello.”)
▲ Stage 2: Story and Strengths: Gathering information and
defining issues (“What’s your concern?” “What are your
strengths?”)
▲ Stage 3: Goals: Determining outcomes (“What do you
want to happen?”)
▲ Stage 4: Restory: Exploring alternatives and client
incongruities (“What are we going to do about it?”)
▲ Stage 5: Action: Generalization and transfer of learning
(“Will you do it?”)
Key Points
Circle of decision making
▲ The five stages of the
interview need not always
follow the five steps in order.
Think of the stages as
dimensions that need to be
considered in each session.
Also, give continuous attention
to relationship, positive assets,
and wellness at the hub of the
circle.
COMPETENCY PRACTICE EXERCISE AND
SELF-ASSESSMENT
Chapter 8
Individual Practice
Group practice
Self-assessment
Individual Practice Exercise 1: Illustrating How the BLS
Functions in Different Settings
IIC
Write counseling leads as they might be used to help a client
solve the problem “I don’t have a job for the summer.” Imagine
a full statement of issues and write responses that represent
the BLS.
Open question____________________________________
Closed question__________________________________Encourager_______________________________________
Paraphrase______________________________________
Reflection of feeling _______________________________
Summary________________________________________
Individual Practice Exercise 1: Illustrating How the BLS
Functions in Different Settings
IIC
Now imagine you are talking with a client who has just been
told that her or his parents are getting a divorce after more
than 25 years of marriage. Your task is to use the BLS to find
out how the client is thinking, feeling, and behaving in reaction
to this news.
Open question____________________________________
Closed question__________________________________
Encourager_______________________________________
Paraphrase______________________________________
Reflection of feeling _______________________________
Summary________________________________________
Individual Practice
Exercise 1: Illustrating How the BLS
Functions in Different Settings
IIC
Finally, how would you use these skills in talking with an
elementary school student who has come to you crying
because no one will play with her or him?
Open question____________________________________
Closed question__________________________________
Encourager_______________________________________
Paraphrase______________________________________
Reflection of feeling _______________________________
Summary________________________________________
Individual Practice Exercise 2: The Positive Asset
Search and the Basic Listening Sequence (BLS)
IIC
Imagine that you are role-playing a counseling interview.
In a career interview, the client says, “Yes, I am really confused about my
future. One side of me wants to continue a major in psychology, while
the other—thinking about the future—wants to change to business.” Use
the BLS to draw out this client’s positive assets. In some cases, you will
have to imagine client responses to your first question.
Open question____________________________________
Closed question__________________________________
Encourager_______________________________________
Paraphrase______________________________________
Reflection of feeling _______________________________
Summary________________________________________
Individual Practice Exercise 2: The Positive Asset
Search and the Basic Listening Sequence (BLS)
IIC
Imagine that you are role-playing a counseling interview.
You are counseling a couple considering divorce. The husband says,
“Somehow the magic seems to be lost. I still care for Chantell, but we
argue and argue—even over small things.” Use the positive asset search
to bring out strengths and resources on which they may draw to find a
positive resolution to their problems. In marriage counseling in particular,
many counselors err by failing to note the strengths and positives that
originally brought the couple together.
Open question____________________________________
Closed question__________________________________
Encourager_______________________________________
Paraphrase______________________________________
Reflection of feeling _______________________________
Summary________________________________________
Individual Practice. Exercise 3: Writing Helping
Statements Representing the Five Levels of Empathy
IIC
Write statements that represent the 5 levels of empathic response to
this client’s concern.
I’m having trouble here at the community college. I’m the first one in
my family who has ever even attempted college. The work
doesn’t seem all that hard, but when I turn papers in, my grades
seem so low. It’s hard to make friends. I have to work and I don’t
have as much money as the other kids seem to.
Level 1 (subtractive)
Level 2 (slightly subtractive)
Level 3 (interchangeable response)
Level 4 (slightly additive)
Level 5 (additive)
Individual Practice. Exercise 3: Writing Helping
Statements Representing the Five Levels of Empathy
IIC
Write statements that represent the 5 levels of empathic response to
this client’s concern.
Carlena says (near tears), “Alexander and I just broke up. I don’t know
what to do. We’ve been living together for almost a year. I don’t
have any place to live and I’m so confused.”
Level 1 (subtractive)
Level 2 (slightly subtractive)
Level 3 (interchangeable response)
Level 4 (slightly additive)
Level 5 (additive)
Individual Practice. Exercise 4: Rating Interview
Behavior Using Empathic Dimensions
IIC
Use any systematic group practice exercise from this
chapter or the whole book and rate the
interviewer’s empathic response.
A Practice Interview Using Only Attending
and Listening Skills
IIC
Exercise 5: Practice the BLS. Challenge yourself!
Conduct a full interview using only attending behavior and the
microskills of the basic listening sequence.
 Find a volunteer client who is relatively verbal and willing to
talk about something of real interest.
 Negotiate the topic before you start.
 Let the client know what you plan to do,.
 After the practice is over, ask client to complete Client
Feedback Form (chapter 1) and Practice Interview Feedback
Form (this chapter), and to give you immediate feedback on
what was helpful and what you might have been missed.
Feedback Form
IIC
Stage 1: Relationship
•Describe the nature of the rapport.
•Was rapport adequate to move to the next stage?
•Did the interviewer provide structuring?
Stage 2: Story and Strengths
•Define concerns.
•Identify assets.
•Are only listening skills used?
•Was at least one positive client asset identified?
Feedback Form
IIC
Stage 3: Goals
•Are only listening skills used?
•Was at least one outcome or goal identified?
Stage 4: Restory
•Are only listening skills used?
•Were alternatives generated to address a
solution?
Feedback Form
IIC
Stage 5: Action
•Generalize.
•Were specific plans made for after the
session?
•Were follow-up plans made?
•Terminate
CLIENT FEEDBACK
FORM
IIC
(from Ch. 1)
In practice sessions, it
is very helpful to get
immediate feedback.
As you practice the
microskills, use the
Client Feedback Form.
FORM
IIC
Empathy Feedback Form (in this Ch.)
In practice sessions, it is
very helpful to get immediate
feedback. As you practice
the microskills, we
encourage you to use the
feedback forms provided.
We provide feedback forms
for each specific skill.
FORM
IIC
Practice Interview using only BLS Feedback Form (in this Ch.)
In practice sessions, it is
very helpful to get immediate
feedback. As you practice
the microskills, we
encourage you to use the
feedback forms provided.
We provide feedback forms
for each specific skill.
Those providing feedback…
Remember:
▲ Receiver is in charge.
▲ Feedback is for
receiver’s development
▲ Focus on what receiver
can change.
▲ Check out how
feedback was received.
Your feedback should be:
▲ Concrete
▲ Specific
▲ Lean
▲ Precise
▲ Non-Judgmental
PORTFOLIO OF COMPETENCE
What Is Your Level of Mastery of this Skill?
IIC
 Active listening is one of the core competencies of
intentional interviewing and counseling.
 Use the following as a checklist to evaluate your present
level of mastery.
 Check those dimensions that you currently are able to
do. Those that remain unchecked can serve as future
goals.
PORTFOLIO OF COMPETENCE
IIC
SELF-ASSESSMENT
You will find that a lifetime can be spent increasing one’s
understanding and competence in the ideas and skills from
this chapter. You are asked here to learn and perhaps even
master the basic ideas of predictability from skill usage in the
session, several empathic concepts, and the five stages of
the well-structured interview. We have learned student
mastery of these concepts is indeed possible, but for most of
us we find that reaching beginning mastery levels makes us
aware that we face a lifetime of practice and learning.
PORTFOLIO OF COMPETENCE
IIC
SELF-ASSESSMENT
You should feel good that you can conduct an interview using
only listening skills. Focus on that accomplishment and use it
as a building block toward the future. And, as you do, you are
even better prepared for developing your own style and
theory.
 What are your thoughts about conducting an interview
using only listening skills? Can you help others using
only these skills?
SELF-ASSESSMENT
Exercise: Self-Evaluation of Integrating Listening Competencies
IIC
Go to Chapter 8 for a full description of these levels
 Level 1: Identification and classification.
 Level 2: Basic competence.
 Level 3: Intentional competence.
 Level 4: Psychoeducational teaching competence.
SELF-ASSESSMENT
Exercise: Self-Evaluation of Integrating Listening Competencies
IIC
Level 1. Identification and Classification
Identify and classify the microskills of listening.
Identify and define empathy and its accompanying
dimensions.
Identify and classify the five stages of the structure of the
interview.
Discuss, in a preliminary fashion, issues in diversity that
occur in relation to these ideas.
SELF-ASSESSMENT
Exercise: Self-Evaluation of Integrating Listening Competencies
IIC
Level 2. Basic Competence
Use the microskills of listening in a real or role-played
interview.
Demonstrate the empathic dimensions in a real or roleplayed interview.
Demonstrate five dimensions of a well-formed interview
in a real or role-played session.
SELF-ASSESSMENT
Exercise: Self-Evaluation of Integrating Listening Competencies
IIC
Level 3. Intentional Competence
 Anticipate predicted results (Ivey Taxonomy) in clients
using the listening microskills.
 Facilitate client comfort, ease, and emotional expression
by being empathic.
 Enable clients to reach the objectives of the five-stage
interview process—(a) Relationship; (b) Story and
Strengths; (c) Goals: identify; (d) Restory; (e) Action.
SELF-ASSESSMENT
Exercise: Self-Evaluation of Integrating Listening Competencies
IIC
Level 4. Psychoeducational Teaching Competence
Teach clients the five stages of the interview.
Teach small groups this skill.
DETERMINING YOUR OWN
STYLE AND THEORY:
CRITICAL SELF-REFLECTION
ON INTEGRATING LISTENING SKILLS
CRITICAL SELF-REFLECTION
ON INTEGRATING LISTENING SKILLS
You are now at the stage to initiate construction
of the your own interviewing process.
You likely have found some skills work better for
you than.
We encourage you to look back on these first
eight chapters as you consider the following
basic question leading toward your own style
and theory.
 What single idea stood out for you among all those
presented in this text in class, or through informal
learning?
Write your ideas in your journal.